Intellectual Disability Studies Evening Classes

Education requirements

Applicants will be expected to demonstrate a standard of knowledge, skill and competence equivalent to NFQ Level 4 when accessing a Level 5 programme

Age requirements

Learners must have reached the statutory school leaving age

Learning aptitude

Good verbal and written command of the English language with good comprehension skills. Applicants must have a motivation to learn, an interest in the subject and the ability to acquire the knowledge, skills and competencies set out in the course.

Previous experience

n/a

On successful completion of the training course, learners will be able to: 1 Categorise the range of terms which have been used to label people with an intellectual disability as inappropriate and appropriate labels 2 Define the terms intellectual disability and multiple disability 3 Identify the advantages and disadvantages of both the medical and social models of support 4 Recognise the effects of caring for a person with an intellectual disability on close and extended family members 5 Define the term front line staff 6 Promote the following in caring for a person with an intellectual disability: - dignity - choice - relationships - contributing 7 Promote positive attitudes toward people with an intellectual disability 8 Outline the history of services to people with an intellectual disability in Ireland 9 Explore past and current attitudes toward people with an intellectual disability 10 Examine own attitude toward people with an intellectual disability 11 Identify how the policies and practice of a given organisation reflect the attitudes of that organisation toward people with an intellectual disability 12 Explain the known causes of intellectual disability 13 Describe the levels of intellectual disability and how these are assessed 14 Outline the potential impact of a multiple disability on a person 15 Provide examples of services to persons with an intellectual disability that illustrate the medical and or social models of support 16 Outline current approaches toward developing quality in the provision of services to persons with an intellectual disability and their families, to include standards and quality assurance 17 Identify examples of progressive models of service delivery both from Ireland and from other countries 18 Outline the range of physical, social, emotional, psychological and spiritual needs of persons with an intellectual disability 19 Explain the role of the following in relation to individuals with an intellectual disability, their families and staff: - physiotherapist - occupational therapist - speech and language therapist - social worker - psychologist 20 Explain the role of front line staff in providing individualised support to persons with an intellectual disability in accordance with their preferences and needs 21 Illustrate the importance of working as part of a team in meeting the needs of persons with an intellectual disability.